The reality of this staggering statistic is a body blow to the educational standards in the UK. We still fail to provide the very basics of education to all our children. The TV teacher chosen to lead the recovery demonstrated passion and commitment to the role. But worryingly he was at considerable odds with the teaching resources he was advised to use. If the reading support, including worksheets and procedures developed by the hierarchy were regarded by the teacher as complex, arduous and missing the point what hope is there it will work.
The slightly over emotional teacher, previously a musician, admitted he had never taught anybody to read in his life. Initially he seemed a strange appointment but his direct approach proved the skill of a good teacher can outweigh a multitude of ring binders of arduous theory. His novel approach using educational games supported his passion in the role that started to break through decades of frustration and neglect. Turning reading support into fun and providing one to one support has started to overcome the many reasons for the student’s illiteracy, epitomising what good teaching is all about. Once the inertia is overcome we can expect rapid progress.
Each of the nine students had been failed by the initial schooling process. They had suffered the law of averages, inevitably casting students operating at the bottom of the class into the inevitable realm of exclusion from the lesson. The point emphasized by the illiterate plumber set word search puzzles at school and sent home at midday.
Teachers facing the constant pressure of attaining academic targets are bound to focus on the average and brighter student to boost the score. In place of spending vast sums of money on complex procedures maybe we need to listen more closely to the operational experience of teachers. Investing in a policy where no student should leave primary school whilst failing in literacy or numeracy would deal with the problem at source. This perhaps brutal approach should receive vital direct funding where it will help give all children the best chance to thrive academically in secondary school. The “Every Child a Reader” literacy scheme introduced by the government has to be a prerequisite in any target judgement.
The sterling work completed by the reading support organisations such as the “Volunteer Reading Help” ( primary schools ) and “Reading Matters”(secondary schools) provide 1:1 support to struggling readers in school. Both are registered charities and reliant on volunteers. Should government funding be extended to develop the services offered by these groups? A greater number of trained volunteers to help teachers in more schools and perhaps adult classes can only help - provided they do not loose their independence.
The TV program’s refreshing angle showed the element of fun through reading games overcame many of the issues faced by the students, and that illiteracy is not down to a single cause. The musical introduction to reading skills introduced enjoyment to the process that seemed adequately to displace the complex procedures. But learning to read through English games involves teaching phonics - the sound of words - ironically where the “ph” of phonics is of course pronounced as “f” which is where we came in!
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